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the chance to learn in new and relevant The mission of the district K-3 Thinking ontologist Mary Anning and complete
ways, it is more important than ever Framework is to provide learning expe- challenges found in DaVinci Boxes.
for all students to arrive at that point in riences focused on thinking competen- Third graders focus on comparing and
their education journey equipped with cies in order to motivate and challenge contrasting primary documents by
the thinking competencies they will all students, since thinking (and under- examining historic journals from Albert
need to be successful. At Lawrence standing) are what builds the essential Einstein to Frida Kahlo. They integrate
Township Public Schools, all kinder- foundation on which a love of learning technology, evaluate their questions,
garten through third grade students is constructed and where one’s pas- learn design thinking, and work on
participate in thinking lessons, projects, sions and curiosity are cultivated. We challenge-based projects. Throughout
and activities so they are directly learn- have seen that learning to examine each grade, students consider their
ing about what effective thinkers do, our thinking and identify metacognitive thinking, analyze what makes sense,
how their brains work, and how thinking strategies are best developed through and share how they revised their
in new ways impacts their day-to-day a system of engaging lessons, collab- questions and observations. Work-
learning. This systemic framework orative projects, and conscious reflec- ing together, they get to share their
is designed to cultivate cultures of tion. Every K-3 student participates in triumphs and failures by doing things
creativity and curiosity for young stu- the program, regardless of classroom like cracking codes, designing graphic
dents, and has led to improvements in or learning situation. This equitable organizers, and comparing patents.
student-questioning skills and improved approach promotes individual reason- The Thinking Framework explicitly
confidence in problem solving. ing, encourages personal applications, brings seven over-arching elements
The curriculum was created around a strengthens collaborative ideation, and to the elementary grade span in de-
key concept: you cannot expect middle broadens the learning experiences for velopmentally appropriate ways. The
and high school students to arrive at all children while encouraging higher strands are
those upper levels ready to question levels of thinking. 1. Metacognitive Strategies;
critically and reason skillfully without This program concept, which explicitly 2. Imagination and Curiosity;
explicitly teaching students how to focuses on thinking, is rooted in the
inquire, analyze, verify, and justify belief that all students possess gifts, 3. Observing, Describing;
their thoughts in the earlier grades. talents, interests, and passions that Patterning, and Sequencing;
The essential abilities necessary to need to be acknowledged, nurtured, 4. Comparing, Connecting, and
be competent questioners, creative and celebrated. An embedded pro- Categorizing;
problem-solvers, and analytical learn- gram gives all students opportunities 5. Prediction, Deduction, and
ers must be introduced, developed, to develop thinking competencies, and Inference;
and expanded upon from the moment while all teachers across the district 6. Design, Planning, and
students arrive at school and must teach thinking skills in their daily les- Adaptability; and
continue for a lifetime. This requires sons, tapping into an explicit program 7. Failure, Self-Awareness, and
us to replace some traditional elemen- places clarity and purpose on the Perseverance.
tary practices for hands-on, minds-on importance of developing engaged,
creative, collaborative learning. In independent thinkers. Each element incorporates opportuni-
Lawrence Township, all students in the The thinking program is presented ties to practice the 4Cs: Collaboration,
four elementary schools participate in as a seven element “thinking frame- Communication, Creativity, and Critical
a spiraling enrichment curriculum that work” and provides a clear focus with Thinking. The elements are defined,
includes grade-specific targets. examples of each element in action. It examined, and linked. Following these
intentional learning experiences,
consists of materials, methods, and students are ready to strategically ap-
The essential abilities instructional techniques that develop proach problems in all content areas.
necessary to be compe- creative thinking and problem solving, It is our belief that by planting these
tent questioners, cre- while heightening thinking experiences thinking seeds, all students will benefit
by reinforcing the skills the students
and grow as thoughtful learners who
ative problem-solvers, can apply in all content areas. In will “own” their thinking and will move
and analytical learners kindergarten, students “try on” differ- into the older grades with the ability to
ent thinking dispositions when they
must be introduced, de- participate in “Think Like a Scientist” contemplate thoughts, cultivate new
ideas, and communicate deeply about
veloped, and expanded or “Think Like an Inventor” lessons. the “hows and whys” of their solutions.
upon from the moment In first grade, students consistently The grade-by-grade approach has
consider the question “What do good
students arrive at school thinkers do?” as they utilize logic box helped establish a common thinking
language so a clear exchange of ideas
and must continue for a materials or step into NASA’s Mission exists between students, teachers,
Control to learn about the Mars Rover.
lifetime. Second graders get to think like pale- and families. Students also have a
chance to learn and practice how to

Educational Viewpoints -32- Spring 2019